Quadrant 3 Beginnings in other words

How do we get started?

August 2009Shannon Harkin, AEA

Lisa Msuya Indianola Middle School

Who is here today?

Simple Observation• Teaching reading is important• Learning to read is extremely complex • What it takes to teach reading effectively is

grossly underestimated• Reality: We have a solid and converging

knowledge base about what works• We know the skills that enable successful

readers. We know the skills that can be taught.

• Generalization of reading skills should not be left to chance. We must teach generalization.

Five Essential Components in Reading

1. Phonemic Awareness - the ability to hear and manipulate sounds in spoken words2. Alphabetic Principle (phonics) - the ability

to associate sounds with letters and to use those sounds to read and spell words

3. Accurate and Fluent (effortless) Reading of Connected Text- “accurate reading at a minimal rate with appropriate prosodic features (expression) and deep understanding”- (Hudson, Mercer, and Lane, 2000)

Five Essential Components in Reading

4. Vocabulary Development - the ability to understand and use words to acquire and convey meaning

5. Comprehension - the complex cognitive process involving the intentional interaction between

reader and text to extract meaning.

IDM CYCLES: Core, Supplemental, Intensive

IDM CYCLES: Core, Supplemental, Intensive

IDM Cycles• Curriculum• Instruction• Assessments

Core

Supplemental

Intensive

Complex Alphabetic CodeLanguage Develops Naturally but Reading Must be Taught

»All humans have a biological predisposition to develop oral language

»However, our alphabetic reading and writing system is a human invention

»Many children will not learn this complex system without explicit instruction

Instruction or Practice?The $64, 000 Question

The fact of the matter is that students with serious reading difficulties will need

extensive opportunities for bothinstruction and practice. The question is not which one, but what to teach, what to

practice and how to manage it. -Wendy Robinson

The Research

• Letter-sound knowledge is a prerequisite to effective word identification. A primary difference between good and poor readers is the ability to use letter-sound correspondences to identify words. (Juel, 1991)

• Difficulties in decoding and word recognition are at the core of most reading difficulties. (Lyon, 1997)

Group 3 Group 1:

Accurate and Fluent

Group 2:

Accurate but Slow Rate

Group 3:

Inaccurate and Slow Rate

Group 4:

Inaccurate but High Rate

Sight WordNeeds

3B

Basic Decoding Needs 3M

Multi-syllabic

Decoding Needs 3P

What is/are the instructional need(s)?

Explicit Instruction

• Direct explanation. The teacher’s language is concise, specific, and related to the objective.

• A visible instructional approach which includes a high level of teacher/student interaction.

• The actions of the teacher are clear, unambiguous, direct, and visible. This makes it clear what the students are to do and learn.

• Nothing is left to guess work.

Explicit Instruction

Steps to Explicit Instruction

• Focus statement- make objective clear• Model - I do it!• Guided Practice -We do it! We do it together!• Independent Practice -You do it!

Connected Text

Phrase Level

Word Level

Teach Along the Continuum

*Provide instruction, guided practice, & independent practice at each level…Do not assume generalization of the skill will occur!

Letter & Letter-Letter & Letter-Sound Sound

CorrespondenceCorrespondence

Quadrant 3 Interventions/Strategies

Sight WordNeeds

3BWill Explore

with Shannon Basic Decoding

Needs 3M

Rewards

Multi-syllabicDecoding Needs 3PRewards

BREAK TIME!

• 10 Minute break, then we will get into our two groups. 3B gals will go with Shannon to the computer lab.

• Rewards groups stay in media center.